Sentences with phrase «community education philosophy»

Not exact matches

Through her work at Emerson Collective, Laurene has been a longtime leader in areas of education, immigration, social justice and the environment, and has demonstrated that she shares Ted Leonsis's belief in a double bottom line philosophy: that the companies that do best are those that do good in their communities.

He has also expanded and deepened his interest in Hasidism, Judaism, Zionism, and religious socialism, and he has explored the implications of his I - Thou philosophy for education, community, sociology, psychology, art, and philosophical anthropology.

* Education as the respect for and nurture of each student as an individual with unique gifts to be discovered and developed while introducing students to the best of art, knowledge, scientific inquiry, logic, and philosophy and encouraging play, creativity, self - confidence, self - reliance, self - expression, independence, collaboration, and community.

We have built our teaching philosophy based on a three pronged approach: fostering community, addressing the aches and pains of pregnancy, and integrating childbirth education.

by Dr. Talia Marcheggiani, ND Mar 18, 2016 Balance, Community, Detoxification, Docere, doctor as teacher, Education, Healing Stories, Health, Medicine, Motivation, Narrative Therapy, Naturopathic Philosophy, Naturopathic Principles, Psychology, Self - care, Women's health

by Dr. Talia Marcheggiani, ND Jun 7, 2012 Canadian College of Naturopathic Medicine, Community, Cuba, Education, Family, Ontario, Philosophy, Politics, Protests, Quebec, Student, Student debt

by Dr. Talia Marcheggiani, ND Jul 20, 2015 Art Therapy, Community, Creativity, Docere, Education, Emotions, Empathy, Finding yourself, Healing Stories, Health, Medicine, Mental Health, Mind Body Medicine, Mindfulness, Narrative Therapy, Philosophy, Politics, Psychology, Relationships, Self - reflection, Treating the Cause, Volunteering

«The philosophy of Community Brands is that the education market should have a platform that has integration, flexibility and choice.

Aberdeen High School's (AHS) philosophy of education recognizes and responds to our community of diverse learners with consideration to the demands of an increasingly complex and constantly changing technological society.

His interests include social justice, multicultural education, immigration studies, community development, the bilingual aesthetic experience and philosophies of education.

While the Whole Child philosophy is based on a broad concept, the Resolution asked that Texas parents, educators and community members support the Whole Child approach and recognize what is truly necessary for a holistic education.

Dr. Moore's accomplishments, skills, educational background, and training reflect a commitment to the philosophy and mission of Community Colleges and Higher Education.

The Children's Guild District of Columbia Public Charter School's mission is to use the philosophy of Transformation Education to prepare special needs and general education students for college, career readiness, and citizenship in their community by developing in them critical thinking and creative problem solving skills, self - discipline and a commitment to serve a cause larger than thEducation to prepare special needs and general education students for college, career readiness, and citizenship in their community by developing in them critical thinking and creative problem solving skills, self - discipline and a commitment to serve a cause larger than theducation students for college, career readiness, and citizenship in their community by developing in them critical thinking and creative problem solving skills, self - discipline and a commitment to serve a cause larger than themselves.

• Is able to articulate a philosophy of education grounded in equity and social justice • Has a strong content background • Shows evidence of working collaboratively • Expresses an interest in serving the community • Has a grasp of data - based inquiry • Has an asset - based orientation to family and community • Possesses effective communication skills • Will commit to three years of teaching in a partnering school district upon certification

Heifer International embraces the «teach a man to fish» philosophy in empowering people to raise themselves and their communities out of poverty through farm animal donations and education.

While Schwabsky acknowledges its creative optimism and «infectious sense of possibility», he points out its illusions: the school's impossible internal politics, and «an education philosophy based on «the whole person» gave no indication of how to square the conflicting goals of community and individuality.»

Oppenheim speaks of growing up in Washington and California, his father's Russian ancestry and education in China, his father's career in engineering, his mother's background and education in English, living in Richmond El Cerrito, his mother's love of the arts, his father's feelings toward Russia, standing out in the community, his relationship with his older sister, attending Richmond High School, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of development.

The Google Ad Grants programme supports registered non-profit organisations that share Google's philosophy of community service to help the world in areas such as science and technology, education, global public health, the environment, youth advocacy and the arts.

Dr. Callahan holds a B.A. in English and Philosophy from the University of Michigan, M.A. in Community College Education from Central Michigan University and Ph.D. in Higher Education Theory and Policy Studies from the University of Toronto.

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Activities and Play, Addiction, Administration, Adolescents, Attachment, Assessment / Outcomes, Behaviour, Boundaries, Bullying / Teen violence, Child Abuse, Children's Rights, Community, Competence, Conflict, Culture / Society, CYC: The Profession, Delinquency, Development, Discipline, Education, Engaging, Ethics, Family, Foster Care, History, Humour, Intervention, Juvenile Detention, Life Space Work, Love, Milieu, New CYC Workers, Outdoor Education, Parents and Parenting, Peers, Philosophy, Practice, Programs, Punishment, Relational Practice, Residential Care, Resilience, Restorative Practice, Runaways / Homelessness, School, Self, Sexual Issues, Strengths, Stress and Self - care, Success, Supervision, Theories, Therapy, Training, Transitions, Treatment, Voices of Youth, Youth crime and Juvenile Justice

The General Assembly, Guided by the purposes and principles of the Charter of the United Nations, and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter, Affirming that indigenous peoples are equal to all other peoples, while recognizing the right of all peoples to be different, to consider themselves different, and to be respected as such, Affirming also that all peoples contribute to the diversity and richness of civilizations and cultures, which constitute the common heritage of humankind, Affirming further that all doctrines, policies and practices based on or advocating superiority of peoples or individuals on the basis of national origin or racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid, morally condemnable and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concerned,